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TEACHING
A Review Material for the NCBTSBased
2009 Licensure Examination for
Teachers
Compiled by
Maria Ruth M.
Regalado
PNU Manila
Competencies
PNU-Manila
Content Coverage
1. General Principles of Teaching
2. Principles of Teaching Specific Content Areas
3. Management of Instruction
4. Instructional Techniques
5. Classroom Management
Part 1
I.
CONTENT QUEST
Philosophy of Teaching
Concise statements of what a teacher believes in about the teaching and learning, and possibly also
about education in general
A reflection of a teachers beliefs about the learner, what must be taught, and how to teach in order to
come close to the truth
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
2. The Teacher
Psychological Characteristics of a Good Teacher
Personality
Attitude
Experience
Aptitude and achievement
Key behaviors that contribute to effective teaching
Lesson clarity
Making points clear to learners who come from different levels of understanding;
explaining concepts in ways that would help students follow along in a logical order
Instructional variety
Variability or flexibility of delivery during presentation of a lesson; the art of asking
questions; the use of instructional materials, equipment, displays and space in the
classroom
Teacher task orientation
The amount of classroom time the teacher devotes to the task of teaching an academic
subject
Engagement in the learning process
The amount of time students devote to learning an academic subject
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
C. Principles of Teaching
Teaching is a complex, multifaceted activity, often requiring us as instructors to juggle multiple tasks
and goals simultaneously and flexibly
1. Principles of teaching according to various authors
According to Tiberius & Tipping
1. Teachers' knowledge of the subject matter is essential to the implementation of important
teaching tasks
2. Active involvement of the learner enhances learning
3. Interaction between teachers and students is the most important factor in student motivation
and involvement
4. Students benefit from taking responsibility for their learning
5. There are many roads to learning
6. Expect more and you will achieve more
7. Learning is enhanced in an atmosphere of cooperation
8. Material must be meaningful
9. Both teaching and learning are enhanced by descriptive feedback
10. Critical feedback is only useful if the learner has alternatives to pursue
11. Time plus energy equals learning
12. Experience usually improves teaching
According to Eberly Center for Teaching Excellence
1. Effective teaching involves acquiring relevant knowledge about students and using that
knowledge to inform our course design and classroom teaching.
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
2. Effective teaching involves aligning the three major components of instruction: learning
objectives, assessments, and instructional activities.
3. Effective teaching involves articulating explicit expectations regarding learning objectives and
policies.
4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on.
5. Effective teaching involves recognizing and overcoming our expert blind spots.
6. Effective teaching involves adopting appropriate teaching roles to support our learning goals.
7. Effective teaching involves progressively refining our courses based on reflection and
feedback.
2. Principles of teaching based from the principles of learning (Thorndike)
II.
Readiness
Individuals learn best when they are physically, mentally, and emotionally ready to learn, and
they do not learn well if they see no reason for learning. Students must have adequate rest,
health, and physical ability prior active learning.
Exercise
Things that are most often repeated are best remembered. Students learn best and retain
information longer when they have meaningful practice and repetition.
Effect
Learning is strengthened when accompanied by a pleasant or satisfying feeling, and that
learning is weakened when associated with an unpleasant feeling.
Primacy
Learning things the first time must be right. Things that are learned first create a strong
impression in the mind that is difficult to erase.
Recency
Information acquired last generally is remembered best; frequent review and summarization
help fix in the mind the material covered.
Intensity
The more intense the material taught, the more likely it will be retained. A student learns more
from the real thing than from a substitute.
MANAGEMENT OF INSTRUCTION
A. Definition of Instructional Planning
The ability to visualize the future classroom events.
An instructional plan may be likened to a roadmap or a guide that assists in the smooth flow of
movements from the start until the end.
A means to manage learning time and activities.
Involves decision-making based on the students prior learning experiences, context presented in the
curriculum and support materials, and the actual conditions of the instructional setting.
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Evaluation of Learning
Achievement
2. Term Plan
3. Unit Plan
4. Weekly Plan
5. Daily Plan
1. Brief
2. Semi-detailed
6
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
3. Detailed
G. Types of Lessons
1. Drill Lesson
2. Review Lesson
3. Development Lesson
4. Application Lesson
5. Supervised Study
6. Appreciation Lesson
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Values Integrated:
References:
Materials:
III. Learning Activities
A. Preparatory Activities
1. Drill
- an activity that automates learners prerequisite skills
2. Review
- an activity that refreshes learners on a previously learned concept/skill
that is very much related to the new concept/skill
3. Introduction - an activity where the teacher together with the learners agree and set the
purpose of the days lesson
4. Motivation
- an activity that is related to the new lesson but which is purposefully
done to arouse the interest and set the mood of the learners to proceed
o
Intrinsic (self-interest)
o
Extrinsic (an external force that motivates one to achieve)
B. Developmental Activities
1. Presentation
- activities that incorporate real-life situations or examples that help
translate the concept/skill/value into an opportunity for learning
2. Discussion
- an active exchange of questions and answers between and among
the teacher and the students that promote understanding of the new
lesson
3. Generalization
- an abstraction of the lesson which is done by the students through the
guidance of the teacher
C. Closure Activities
These are activities where the students are given the opportunity to try-out their new
learning by applying and/or translating it in new, more realistic situations.
IV.
Evaluation
These are tasks done by the students to determine the extent of their mastery of the subject
matter, and the attainment of the learning objectives previously set by the teacher.
V.
Assignment
A set of activities intended to reinforce or enrich the learning of the days plan, and/or to
prepare for the next days activities.
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
M measurable
A attainable
R result-oriented
T time bound
b. Criteria of a Measurable Objective
learners behavior
observable terms
time-bound
3. Sequencing Objectives
a. Taxonomy of Cognitive Objectives
LEVEL
DESCRIPTION
1.
Knowl
Recall and remember previously
edge
learned materials
2.
Compr
ehension
3.
Applic
ation
4.
is
5.
Analys
Synth
Evalua
esis
6.
tion
Organi
zation
5.
Chara
cterization
1.
2.
3.
4.
BEHAVIORAL TERMS
name, define, state, recall,
identify, label, select,
match, enumerate, list
describe, interpret,
explain, infer, estimate,
convert, represent
apply, use, demonstrate,
solve, construct, show,
prepare, carry out
classify, compare, contrast,
differentiate, categorize,
distinguish
Combine, suggest, create,
design , conclude,
summarize, plan, integrate
Judge, weigh, evaluate,
verify, justify, defend,
confirm, decide, critique
BEHAVIORAL TERMS
Listen, look, observe,
watch, attend
Share, respond, react,
follow
Support, cooperate,
admire, participate,
promote, preserve, assist
Organize, integrate,
propose, balance, resolve
Assert, accept, maintain,
advocate approve,
influence, justify
BEHAVIORAL TERMS
Observe, watch, listen,
monitor
Ready, prepare, set-up,
show
Imitate, follow, copy,
repeat, practice
Manipulate, collect, draw,
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
LEVEL
nism
DESCRIPTION
5.
Compl
ex Overt
Response
6.
Adapt
ation
7.
Origin
ation
BEHAVIORAL TERMS
use, sketch, demonstrate,
write
Construct, troubleshoot,
operate, drive
Cognitive
Basic Concepts:
Facts events or actual states of affairs
Self-evaluation
2. Concept and Principles
Principles in Teaching Concepts and Principles:
Awareness of attributes
Proper sequencing of instances
Guided student discovery
Concept application
Self-evaluation
3. Problem Solving Abilities
Principles in Developing Problem-Solving Abilities
Recognizing difficulties in a situation
Using new methods for arriving at a conclusion
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PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Ability the actual power of an individual to perform an act physically and mentally
Attending to the characteristics of the skill and assessing ones own related abilities
Self-evaluation of a performance
Affective
Basic Concepts:
Affective pertains to the emotions or feeling of an individual rather than on his/her
thoughts
Affective Learning consists of responses that are acquired as an individual evaluates
the meaning of an idea, object, person or event based on his/her own view
Taste an individuals preference of a particular thing, object or event
11
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Technique a personal style or the art of a teacher in conducting the teaching activities
Characteristics of a True Method
Utilizes the theory of self-activity
12
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Lecture
Progressive Methods
Integrative
13
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Resource Person an expert speaks before a group of spectators, ably discusses a topic of
interest, and may be asked to answer certain issues relevant to the topic
Using Media audio-visual equipment and canned materials are used to present concepts
complete with animation
Structure-Oriented Strategies & Techniques
Group
1. Whole Group Instruction
- most common; traditional form of classroom instruction
- cost-effective
2. Small Group Instruction
- works best in rooms with movable furniture
- groupings may be done according to ability, interest, skill, viewpoint, activity or project,
integration or arbitrary
3. Cooperative Learning Groups
- best done with a maximum of 4 members in a group
- each member is given a responsibility to contribute for the teams success
- may require several sets of materials and varied learning tasks
- involves highly learner-centered tasks
- teacher facilitates, oversees conduct of activities
14
Dyad
1. Partners Learning Approach
- effective in teaching students who do not respond well to adult intervention
- develops a deep bond of friendship between the tutor and the tutee
- takes pressure off the teacher
- tutors benefit by learning to teach
- happens spontaneously under cooperative condition
2. Peer Tutoring
- gives the slow learners the individual attention they need
Individualized
1. Adaptive Instruction
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
2.
3.
- occurs on 2 levels: (1) developing the abilities and learning skills of the student, and (2)
altering instructional environment to correspond to the individuals abilities and learning
skills
Mastery Instruction
- focuses on mastery of skills at the most appropriate pacing of individual learner
Computer-Assisted Instruction
-utilizes computer technology to facilitate learning of concepts and skills
-consists of 3 levels: (1) practice and drill, (2) tutoring, and (3) dialogue
Independent
- A student work on a topic using different resources with occasional supervision from a
teacher.
Selecting Instructional Activities
Bases for Selection
Student Motivation
Can the activity engage the students and sustain their interest?
Principles of Learning
Does the activity satisfy the principles of learning especially those that pertain to the
development of cognitive, affective and psychomotor skills?
15
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
9. Video tape/CDs/DVDs
10. Computers
11. Internet Access
Principles in Selecting Instructional Materials
1. Meaningfulness
2. Appropriateness
3. Breadth
4. Usefulness
5. Communication Effectiveness
6. Authenticity
7. Responsiveness
8. Interest
9. Cost-effectiveness
Factors Affecting Selection of Media
1. Human Factors learners interest and needs; teachers skills in handling the media
2. Instructional Method the method dictates and limits the kind of media
3. Practical Constraints administrative and economic concerns
General Guidelines in Utilizing Instructional Materials
1. Purpose
2. Learning Objectives
3. Flexibility
4. Diversity
5. Learners Development
6. Content
7. Guidance for learners
8. Evaluation Results
7. Determining Appropriate Evaluation Instruments
a. Prior to instruction: Pre-assessment
b. During instruction: Concurrent, Formative
c. After instruction: Post Test/Summative/Mastery Test
III.
QUESTIONING TECHNIQUES
A.
Definition of Questioning
A key technique in teaching that is used for a variety of purposes, but most importantly to make
students think.
B.
Purposes of Questioning
Types of Questions
According to the thinking process involved
Low-Level focused on factual information
High-Level beyond facts, moves to higher order thinking
According to the type of answers required
Convergent brings about only one specific answer
Divergent usually open-ended and encourages reasoning
According to the cognitive taxonomy
16
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
D.
E.
IV.
Prompt by using hints and techniques to assist students to successfully arrive at the correct answer
Redirect by asking a single question where several answers may manifest higher level thinking
Probe to increase quality in the kind of thought processes that will take place; enable the students to
support their stand
Comment on the students responses to increase achievement and motivation
Tips on Asking Questions
Ask questions that are:
- stimulating
- thought-provoking
- within students level of abilities
- relevant to students daily life situation
- sequential
- clear and easily understood
Vary the length and difficulty of questions
Have sufficient time for deliberation
Call on volunteers or non-volunteers
Call on disruptive students
Move around the room for rapport/socialization
Encourage active participation
Ask as many learners as possible to answer certain questions
Follow up incorrect answers
CLASSROOM MANAGEMENT
A. Definitions of Classroom Management
The operation and control of classroom activities
To increase the proportion of classroom time devoted to constructive and productive activities
C. Basics of Classroom Control
Content : manage to facilitate the delivery of instruction
Context :
manage to encourage interaction rather than physical elements associated with the
classroom setting
D. Types of Control
Preventive : minimizes the onset of anticipated discipline problems
17
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
Corrective : seeks to discipline students who failed to meet the agreed code of conduct in a
particular setting
E. Management Techniques
1. Content
3. Context
Respecting students as human beings instead of valuing them for what they can and cannot do
Attending to disturbances while maintaining your teaching purpose
Attending to large concerns rather than small issues
Revealing oneself to the learners
Get involved in the process and with the learners as their friends
18
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
SOURCES:
Borich, G. D. (2004). Effective Teaching Methods, 5th ed. New Jersey: Pearson Education, Inc.
Corpuz, B.B. and G.G. Salandanan. (2006). Principles of Teaching 1. Quezon City: Lorimar Publishing, Inc.
Corpuz, B.B., G.G. Salandanan, and D.V. Rigor. (2006). Principles of Teaching 2. Quezon City: Lorimar Publishing, Inc.
McNergney, R. F. and J. M. McNergney. (2001). Education: The practice and profession of teaching. USA: Pearson Education, Inc.
Salandanan, G.G. (2007). Elements of Good Teaching. Quezon City: Lorimar Publishing, Inc.
Salandanan, G.G. (2006). Methods of Teaching. Quezon City: Lorimar Publishing, Inc.
Salandanan, G.G. (2000). Teaching Approaches and Strategies. Quezon City: Katha Publishing Co., Inc.
Part 2
CONTENT CHALLENGE
DIRECTIONS: Analyze each item carefully. Then choose the best answer.
1.
Which signals a teacher that a child is ready to learn?
A. If the child is interested in the assigned task.
B. If the child shows improved performance.
C. If the child manifests sustained interest.
D. All of the above
2.
Which teaching principle does a teacher satisfy when the students age and cognitive processes are considered
when presenting content activities?
A. Communication Needs
B. Instruction and Assessment
C. Student Development
D. Professional Growth
3.
Which learning theory is satisfied when a teacher organizes the learning tasks hierarchically?
A. Cumulative Learning
B. Meaningful Learning
C. Social Cognitive Learning
D. Theory of Instruction
4.
When should reinforcement be used by a teacher to be effective?
A. When applied to all behavior
B. When applied to good behavior
C. When applied to specific behavior
D. When applied to either good or bad behavior
5.
Which of the following statements will not support the concept of diversity of learners?
A. Consider the uniqueness of each student
B. Use varied activities for a difficult lesson
C. Involve all students regardless of what the activity is
D. Help should be extended to both the gifted and the retarded.
6.
Why should teachers provide positive feedback and realistic praise?
A. To motivate the students to study
B. So the students will know what to do
C. To be liked and loved by the students
D. So the students will also praise him/her
7.
Why should a teacher do a series of observations, not just one, to be able to make conclusion regarding an
individuals behavior?
A. To see the consistency of the exhibited behavior
B. To check if the modeled behavior was copied correctly
C. It is better to see the individual show different behavior at different times
D. It is not always possible to draw accurate conclusions by observing only once.
8.
Mr. Guerta would like to transfer computing skills to figuring income tax. What should be the teachers action?
A. Check students knowledge and understanding skills
19
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
20
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
B.
Ask the learners to compose their own word problems.
C.
Direct them to the steps in solving problems.
D.
Provide his learners with as many opportunities to solve problems.
Which of these would not be helpful in developing creativity among children?
A.
Providing samples to clarify the concepts.
B.
Demonstrate how the ideal products are made.
C.
Allow the children to express their own interpretations of the task.
D.
Involve the learners in determining the set of standards that must be observed while doing creative
activities.
A group of young dancers can very well perform a dance sequence. In what phase of motor skills learning are
they in?
A.
Cognitive Phase
C. Organizing Phase
B.
Mechanism Phase
D.Perfecting Phase
What should be done to master any desired learning outcome?
A.
Continuous practice and opportunities to apply the skills in real life situations.
B.
Read more about the concepts involved in the learning outcomes.
C.
Immediately assess learning performance and provide appropriate reinforcement or enrichment
D.
Pair off the learners according to their abilities fast and slow learners as partners.
Which of these is the least reason for teachers to plan for their instructional activities?
A.
To utilize the time allotment and resources efficiently.
B.
To determine possible free time for other creative activities.
C.
To ensure strong link between the curriculum and the actual teaching-learning.
D.
To guide substitute teachers in conducting the processes when the originally assigned teacher suddenly
takes the day off.
Miss Lopez had to choose the most relevant learning tasks in her plan even if she was interested to conduct so
much more for a single lesson. Why do you think prompted her to do so?
A.
Because most of the materials that would be needed are not available.
B.
Because the size of the class is too big for effective management.
C.
Because some of her learners may feel too tired to finish up all the tasks.
D.
Because the time allotted for the lesson is not enough to conduct all of her creative tasks.
Why is it helpful to have an experienced colleague check on your instructional plan?
A.
To further improve the plan.
B.
To ensure the relevance of the tasks to the schools mission.
C.
To create a pool of instructional plans for the grade level.
D.
To focus the course on the components of the instructional plan.
After assessing his learners needs, Mr. Guerta continues to plan for his instructional task. What would be his next
concern?
A.
Conducting teaching-learning processes
B.
Evaluation of learning achievement
C.
Stating the goals of the school
D.
Organizing the content
The school principal gives out to his teachers a complete list of concepts and skills to be taught during the school
year. What level of instructional planning is manifested here?
A.
Daily Plan
C. Unit Plan
B.
Term Plan
D. Yearly Plan
What should be the main concern of Grade 1 teacher if he is about to plan for the learning activities?
A.
Evaluation of learning outcomes
B.
Appropriate strategies and techniques
C.
The skills needed by the learners to do the tasks
D.
The values to be integrated to make the lesson holistic
After preparing the class for the new lesson, a teacher presents, discusses and guides her students in formulating
their generalizations. Under what part of the lesson plan should these three activities fall?
A.
Assignment
C. Developmental
B.
Closure
D. Evaluation
Jasper was asked by his teacher to flash multiplication cards to his group mates every time they are about to
begin their Math class. What type of lesson does his teacher want them to engage in?
A.
Cooperative
C. Motivation
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PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
B.
Drill
D. Review
In the unit on Earthquake, Miss Yeban plans to ask her Grade 6 class students to narrate their personal
experiences on it. In what phase of the lesson will this activity be most appropriate?
A.
Apperception
C. Evaluation
B.
Application
D. Motivation
Which of these strategies does not require investigation?
A.
Inquiry
C. Metacognitive Approach
B.
Laboratory
D. Problem Solving
If you wish to do inquiry activities in your class, what should be the initial task to be done?
A.
Forming generalization on the bases of hypotheses and data by students.
B.
Forming hypotheses and gathering data on questions given by the students.
C.
Displaying data on a chart, discussing and assessing hypotheses by students.
D.
Presenting questions to the students to further encourage them to ask some more questions.
A teacher plans to present to the class important historical facts. What type of lesson is he supposed to prepare?
A.
Development
C. Drill
B.
Discovery
D. Review
Teacher Tess gives out lollipops to her preschool learners every time they get things right. As a result, the
children became excited and more focused to make correct marks. What kind of motivation is Teacher Tess doing?
A.
Artificial
C. Intrinsic
B.
Extrinsic
D. Reverse
If you start out your lesson by giving your students a generalization, what teaching strategy are you using?
A.
Deductive
B.
Discovery
C.
Inductive
D.
Inquiry
Sir Rey drew several triangles on the board. He asked his students to measure the angles of the triangles, and to
sum each set up. The students found out that all the angles of a triangle always add up to 180 degrees. What
teaching strategy did Sir Rey use?
A.
Demonstration
B.
Deductive
C.
Discovery
D.
Expository
A teacher formulates questions to increase her learners participation. Which of these types of questions would
be easiest to redirect?
A.
Those that require principles
B.
Those that require application
C.
Those that require factual information
D.
Those that require description or comparison
Which learning objective would be taught best using an inquiry method?
A.
To diagram paragraphs
B.
To know the effect of demand on cost
C.
To distinguish between living and non-living things
D.
To distinguish between Buddhism and Christianity
Which of these questions would require students to do cognitive processing?
A.
Explain why smoking is not a natural need.
B.
How does the tobacco industry try to market its product?
C.
What is the Philippines annual advertising expenditure on cigarette?
D.
How much does the Philippine tobacco industry spend per year on advertisement?
What type of mental process is a teacher trying to develop if she tries to help her students remember words or
ideas in a definite order?
A.
Abstract reasoning
B.
Analytical Thinking
C.
Logical sequencing
D.
Rose association
Teacher Mikes morning routine consists of organizing the room for the days lesson, checking materials and
equipment and doing other similar activities that will promote an orderly and safe place for learning. Under what
type of management do these tasks belong?
22
PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila
42.
43.
44.
45.
46.
47.
48.
49.
50.
A.
Climate management
B.
Conduct management
C.
Routine management
D.
Setting management
If you intend to establish control on the very first day, which action should you take?
A.
Give a long list of rules and sanctions.
B.
Be in the room when the students arrive.
C.
Give a long assignment to command respect.
D.
Establish yourself immediately as the supreme authority.
If the closure of a days lesson is as important as its beginning, which statement should you say?
A.
Thats all for today. Goodbye!
B.
Theres the bell. Get ready for home.
C.
Before we end, let us look at what we learned today.
D.
Our time over. Take care of all the problems that we did not finish.
Which of the following supports preventive discipline?
A.
Stating rules
B.
Giving rewards
C.
Inflicting punishment
D.
Providing reinforcement
You hope to make your lesson on the similarities and differences of animals more realistic. What can you do?
A.
Present pictures of different animals.
B.
Bring your class on a field trip to the nearest zoo.
C.
Ask your students to act out their most favorite animals.
D.
Make your students surf the internet to view animals around the world.
What is the most valuable learning experience that is derived from the use of discussion procedures?
A.
Formulating opinions
B.
Group thinking
C.
Gathering of facts
D.
Public speaking
When does an instructional material become inefficient in the teaching-learning process?
A.
When it facilitates learning.
B.
When it increases students degree of mastery of its content.
C.
When it increase the time take for the learners to attain the desired goal.
D.
When it increases efficiency of teachers in terms of numbers for learners taught.
What is the best way to maintain discipline inside the classroom?
A.
Be democratic in your approach.
B.
Frown every time your students misbehave.
C.
Be consistent in the rules and regulations agreed upon.
D.
Scold at your students everytime they commit mistakes.
After planning for instruction, Teacher Racquel found out that not all her needed materials are available. What
should she do?
A.
Teach the lesson some other time.
B.
Modify your plan to maximize available materials.
C.
Change your learning objectives based on available materials.
D.
Carry out the activities as planned and make use of the available materials.
Which of the following is an ineffective way of presenting your visuals?
A.
Show visuals with an element of suspense.
B.
Shut off the overhead projector when explaining lengthily.
C.
Erase any writing on the chalkboard or whiteboard when you no longer need it.
D.
Have as many visuals as you can present simultaneously to hold the learners interest.
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PRINCIPLES OF TEACHING A Review Material for the NCBTS-Based Licensure Examination for Teachers
(LET)| Compiled by MARIA RUTH M. REGALADO, PNU-Manila